ABSTRACT
Pupils with Autistic Spectrum Disorders (ASD) have specific learning needs and styles that must be addressed if they are to access the curriculum in a meaningful way. Acknowledgement of different priorities within the curriculum at different times is essential. Recognition of the different learning needs of individuals with ASD, and the need for addressing teaching and learning styles, has led to an increase in guidance on teaching pupils with ASD. Structured Teaching is based on key principles that make use of visual structure. The communication curriculum of Division Treatment and Education of Autistic and related Communication handicapped Children (TEACCH) allows us to develop visual systems to improve our communication to pupils and to improve pupils' spontaneous communication skills. As with our reliance on communication to deliver the curriculum, so we require pupils to become increasingly sophisticated in terms of their social interaction skills.
